Dr. Melanie A DiLoreto

The Student Learning and Satisfaction in Online Learning Environments (SLS-OLE) is an easy to administer 19-item, self-report measure of student learning and satisfaction in online learning environments. Past studies have reported a measure of four domains of perceived learning and satisfaction associated with their experiences with online learning in higher education. The purpose of this paper was to examine the factor structure of the SLS-OLE with a large sample of graduate students at one university located in the southeastern United States. To assess the fit of the data to the four-factor structure, a confirmatory factor analysis was employed on data collected from 337 participants pursuing an online graduate degree in educational leadership. Results indicate the model adequately fits the data and findings signify that instructor presence is the best predictor of both student satisfaction and perceived learning.

According to the American Association for Colleges of Teacher Education (AACTE, 2010), effective teaching practices and good clinical experiences share a mutually beneficial relationship. Additionally, according to research reported by AACTE (2010), an important link exists between future P–12 student-achievement and effective clinical practices experienced by pre-service teachers. This case study sought to determine experiences deemed effective or important by nontraditional pre-service teachers while engaged in fieldwork completed in an elementary and/or middle school classroom setting. Four themes were derived from the qualitative data obtained through semi-structured interviews of four junior or senior teacher education students engaged in clinical field experiences. These finding are discussed in this paper.

Although there is limited research related to the effectiveness of educational courses delivered using an online format in the American prison system, there is evidence that indicates providing education to prisoners reduces recidivism. Reductions in state funding and the need for cost-effective programs to reduce recidivism support the use of technology as a means to bring effective rehabilitation programs to the forefront. The purpose of this study is to explore the effectiveness of a newly developed, online educational training program offered to inmates sentenced to one prison located in the midwestern United States. This study sought to examine inmates' (1) technology skills, (2) experience with training, (3) beliefs/thoughts on the quality of the training, and (4) future career plans. Findings from this study indicate that inmates had adequate technology skills, they had positive experiences with the training, and they had positive beliefs about the quality of the training. In addition, participants shared that they plan to seek employment in the oil and gas industry. A summary of the findings is presented in this paper.

Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship identified. This study expanded upon the existing literature about online learning and the variables that influence student satisfaction and perceived learning. The researchers investigated the relationships among course structure/organization, learner interaction, student engagement, and instructor presence on student satisfaction and perceived learning. The results of this study were intended to inform practice related to increasing retention and improving the quality of online teaching and learning.

This paper presents a model of assessment that fosters the development and maintenance of a culture of continuous improvement. Background consisting of a short discussion of accountability, the education standards movement, and a theoretical framework supporting the building of an assessment culture and a model is presented. Seven considerations for developing a model of assessment are presented. A four-phase plan for developing a culture of assessment is discussed. The connection between the considerations for developing a model of assessment, the four-phase plan for developing a culture of assessment and the development of the CARI (collect information, analyze data, report findings, and implement changes) model is woven throughout the document. Finally, a background on the research that supports the development of the CARI model and an example of how the model can be used is provided.